Académique Documents
Professionnel Documents
Culture Documents
Contents
Aim
The aim of this unit is to provide learners with an understanding of different
organisations, the influence of stakeholders and the relationship between
businesses and the local, national and global environments.
Unit abstract
Organisations have a variety of purposes that depend on why they were
established. Some operate for profit, whilst others do not. Organisations
structure themselves and operate in ways that allow their objectives to be met.
Every organisation has a range of stakeholders whose interests need to be
satisfied, but stakeholders have competing interests that may be hard to
reconcile.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the organisational purposes of businesses
2 Understand the nature of the national environment in which businesses operate
3 Understand the behaviour of organisations in their market environment
4 Be able to assess the significance of the global factors that shape national
business activities.
Unit content
Guidance
Links
This unit has links with other business and economics-focused units such as Unit 3:
Organisations and Behaviour, Unit 7: Business Strategy, Unit 35: European
Business and Unit 45: Business Ethics.
This unit also links to the Management and Leadership NOS as mapped in
Annexe B.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Aim
The unit aim is to provide learners with an understanding of where and how to
access sources of finance for a business, and the skills to use financial
information for decision making.
Unit abstract
This unit is designed to give learners a broad understanding of the sources and
availability of finance for a business organisation. Learners will learn how to
evaluate these different sources and compare how they are used.
They will learn how financial information is recorded and how to use this
information to make decisions for example in planning and budgeting.
Decisions relating to pricing and investment appraisal are also considered within
the unit. Finally, learners will learn and apply techniques used to evaluate
financial performance.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the sources of finance available to a business
2 Understand the implications of finance as a resource within a business
3 Be able to make financial decisions based on financial information
4 Be able to evaluate the financial performance of a business.
Unit content
Range of sources: sources for different businesses; long term such as share
capital; retained earnings; loans; third-party investment; short/medium term
such as hire purchase and leasing; working capital stock control; cash
management; debtor factoring
Implications of choices: legal, financial and dilution of control implications;
bankruptcy
Choosing a source: advantages and disadvantages of different sources;
suitability for purpose e.g. matching of term of finance to term of project
Finance costs: tangible costs e.g. interest, dividends; opportunity costs e.g. loss
of alternative projects when using retained earnings; tax effects
Financial planning: the need to identify shortages and surpluses eg cash
budgeting; implications of failure to finance adequately; overtrading
Decision making: information needs of different decision makers
Accounting for finance: how different types of finance and their costs appear in
the financial statements of a business; the interaction of assets and liabilities on
the balance sheet and on international equivalents under the International
Accounting Standards (IAS)
Guidance
Links
This unit links with the following units within this specification Unit 6: Business
Decision Making, Unit 9: Management Accounting: Costing and Budgeting,
Unit 10: Financial Accounting and Reporting, Unit 11: Financial Systems and
Auditing and Unit 12: Taxation.
This unit also covers some of the underpinning knowledge and understanding
for the NVQ in Accounting as set out in Annexe B.
The unit covers financial topics essential for learners who would like a career in
this field and wish to gain membership of a professional accounting body.
Essential requirements
Learners will require access to financial and company reports.
Aim
The aim of this unit is to give learners an understanding of individual and group
behaviour in organisations and to examine current theories and their
application in managing behaviour in the workplace.
Unit abstract
This unit focuses on the behaviour of individuals and groups within
organisations. It explores the links between the structure and culture of
organisations and how these interact and influence the behaviour of the
workforce. The structure of a large multi-national company with thousands of
employees worldwide will be very different from a small local business with 20
employees. The way in which an organisation structures and organises its
workforce will impact on the culture that develops within the organisation. This
system of shared values and beliefs will determine and shape the accepted
patterns of behaviour of an organisations workforce. The culture in
organisations that differ in size, for example, or are from different sectors of
the economy can be very different.
The structure and culture of an organisation are key factors which contribute to
motivating the workforce at all levels of the organisation. The Japanese were
instrumental in developing a culture of continuous improvement through
teamwork in their manufacturing industry. This culture has now been exported
around the world and encapsulates the way in which structure and culture
contribute to patterns of behaviour in the workplace. This unit will develop
learner understanding of the behaviour of people within organisations and of
the significance that organisational design has on shaping that behaviour.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the relationship between organisational structure and culture
2 Understand different approaches to management and leadership
3 Understand ways of using motivational theories in organisations
4 Understand mechanisms for developing effective teamwork in organisations.
Unit content
Teams and team building: groups and teams; informal and formal groups;
purpose of teams; selecting team members; team roles; Belbins theory;
stages in team development; team building; team identity; team loyalty;
commitment to shared beliefs; multi-disciplinary teams
Team dynamics: group norms; decision-making behaviour; dysfunctional
teams; cohesiveness
Impact of technology on team functioning: technology; communication;
change; networks and virtual teams; global and cross-cultural teams
Guidance
Links
This unit links to the following units within this specification Unit 21: Human
Resource Management, Unit 22: Managing Human Resources, Unit 23: Human
Resources Development and Unit 24: Employee Relations.
This unit also links to the Management and Leadership NOS as mapped in
Annexe B.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Aim
This unit aims to provide learners with understanding and skills relating to the
fundamental concepts and principles that underpin the marketing process.
Unit abstract
This is a broad-based unit which gives learners the opportunity apply the key
principles of marketing.
Firstly, the unit looks at the definitions of marketing, and what is meant by a
marketing orientation and the marketing process.
The unit looks at the main elements of both the original and the extended
marketing mix. This includes an introduction to the concept of the product life
cycle, new product development, pricing strategies, distribution options and the
promotion mix.
Finally, learners will develop their own marketing mixes to meet the needs of
different target groups. This includes considering the differences when
marketing services as opposed to goods. A range of other contexts is examined
including marketing to businesses instead of consumers and the development
of international markets.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the concept and process of marketing
2 Be able to use the concepts of segmentation, targeting and positioning
3 Understand the individual elements of the extended marketing mix
4 Be able to use the marketing mix in different contexts.
Unit content
Product: products and brands features, advantages and benefits; the total
product concept; product mix; product life cycle and its effect on other elements
of the marketing mix; product strategy; new product development; adoption
process
Guidance
Links
Learners who have achieved a BTEC Higher Nationals in Business have, for
many years, been given entry to and exemptions from some parts of the
Chartered Institute of Marketings professional examinations. Further
information can be found in the Professional Body Recognition booklet available
from the Edexcel website.
This unit forms the basis of the Higher National marketing pathway linking with
other marketing units: Unit 17: Marketing Intelligence, Unit 18: Advertising and
Promotion in Business, Unit 19: Marketing Planning and Unit 20: Sales Planning
and Operations. There is also a link to Unit 1: Business Environment in relation
to the areas of stakeholders, effects of demand elasticity on pricing and
external market factors. The unit also provides links to Unit 30: Internet
Marketing and Unit 41: Contemporary Issues in Marketing Management.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Aim
The aim of this unit is to provide learners with an understanding of aspects of
the law of contract and tort and the skill to apply them, particularly in business
situations.
Unit abstract
The unit introduces the law of contract, with a particular emphasis on the
formation and operation of business contracts. Learners are encouraged to
explore the content of these agreements and then develop skills relating to the
practical application of business contracts, including offer, acceptance,
intention, consideration and capacity. Relevant case law examples will be
covered. Learners will consider when liability in contract arises, the nature of
the obligations on both sides of the contract, and the availability of remedies
when a contract is not fulfilled in accordance with its terms.
Additionally, the unit will enable learners to understand how the law of tort
differs from the law of contract and examine issues of liability in negligence
relating to business and how to avoid it.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the essential elements of a valid contract in a business context
2 Be able to apply the elements of a contract in business situations
3 Understand principles of liability in negligence in business activities
4 Be able to apply the principles of liability in negligence in business situations.
Unit content
Guidance
Links
This unit links with all the law units in the BTEC Higher Nationals in Business.
Essential requirements
Learners will require access to law reports and contractual documents, such as
existing business standard form contracts.
Aim
The aim of this unit is to give learners the opportunity to develop techniques for
data gathering and storage, an understanding of the tools available to create
and present useful information, in order to make business decisions
Unit abstract
In business, good decision making requires the effective use of information.
This unit gives learners the opportunity to examine a variety of sources and
develop techniques in relation to four aspects of information: data gathering,
data storage, and the tools available to create and present useful information.
ICT is used in business to carry out much of this work and an appreciation and
use of appropriate ICT software is central to completion of this unit.
Specifically, learners will use spreadsheets and other software for data analysis
and the preparation of information. The use of spreadsheets to manipulate of
numbers, and understanding how to apply the results, are seen as more
important than the mathematical derivation of formulae used.
Learning outcomes
On successful completion of this unit a learner will:
1 Be able to use a variety of sources for the collection of data, both primary and
secondary
2 Understand a range of techniques to analyse data effectively for business
purposes
3 Be able to produce information in appropriate formats for decision making in an
organisational context
4 Be able to use software-generated information to make decisions in an
organisation.
Unit content
Representative values: mean, median, mode; calculation from raw data and
frequency distributions using appropriate software; using the results to draw
valid conclusions
Measures of dispersion: standard deviation for small and large samples; typical
uses (statistical process e.g. control, buffer stock levels)
Calculation: use of quartiles, percentiles, correlation coefficient
Creation and interpretation of graphs using spreadsheets: line, pie, bar charts
and histograms
Scatter (XY) graphs and linear trend lines: extrapolation for forecasting
(reliability)
Presentations and report writing: use of appropriate formats; presentation
software and techniques
LO1 Be able to use a 1.1 create a plan for the collection of primary and
variety of sources for secondary data for a given business problem
the collection of data,
1.2 present the survey methodology and sampling
both primary and
frame used
secondary
1.3 design a questionnaire for a given business
problem
LO2 Understand a range of 2.1 create information for decision making by
techniques to analyse summarising data using representative values
data effectively for
2.2 analyse the results to draw valid conclusions in
business purposes
a business context
2.3 analyse data using measures of dispersion to
inform a given business scenario
2.4 explain how quartiles, percentiles and the
correlation coefficient are used to draw useful
conclusions in a business context
LO3 Be able to produce 3.1 produce graphs using spreadsheets and draw
information in valid conclusions based on the information
appropriate formats for derived
decision making in an
3.2 create trend lines in spreadsheet graphs to
organisational context
assist in forecasting for specified business
information
3.3 prepare a business presentation using suitable
software and techniques to disseminate
information effectively
3.4 produce a formal business report
LO4 Be able to use 4.1 use appropriate information processing tools
software-generated
4.2 prepare a project plan for an activity and
information to make
determine the critical path
decisions in an
organisation 4.3 use financial tools for decision making.
Guidance
Links
This unit is should be linked to the other core units in the programme in
particular: Unit 1: Business Environment, Unit 2: Managing Financial Resources
and Decisions; Unit 7: Business Strategy and Unit 8: Research Project.
There are also links with the following specialist units: Unit 9: Management
Accounting: Costing and Budgeting, Unit 15: Managing Business Activities to
Achieve Results, Unit 16: Managing Communications, Knowledge and
Information; Unit 19: Marketing Planning and Unit 34: Operations Management
in Business.
This unit also links to the Management and Leadership NOS as mapped in
Annexe B.
Essential requirements
It is essential that learners have access to computers and the internet and
specialist packages for statistical analysis and network planning.
Aim
The aim of this unit is to give learners the knowledge and understanding of how a
business unit can strategically organise and plan for likely future outcomes in order
to be successful.
Unit abstract
One of the aims of this unit is to build on learners existing knowledge of the basic
tools of business analysis such as PESTLE and draw it together so that the learners
think strategically.
Learners will be introduced to further analysis tools needed for the process of
strategic planning. They will be able to assess the significance of stakeholder
analysis and carry out an environmental and organisational audit of a given
organisation.
Learners will learn how to apply strategic positioning techniques to the analysis of a
given organisation and prepare and present a strategic plan based on previous
analysis. They will also learn how to evaluate possible alternative strategies such as
market entry, substantive growth, limited growth or retrenchment and then justify
the selection of a strategy for a given organisation.
Finally, learners will assess the roles and responsibilities for strategy
implementation and analyse estimated resource requirements for the
implementation of a new strategy for a given organisation. Learners will then be
able to evaluate the contribution of specific, measurable, achievable, realistic and
time constrained (SMART) targets for the achievement of strategy implementation
in a given organisation.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the process of strategic planning
2 Be able to formulate a new strategy
3 Understand approaches to strategy evaluation
4 Understand how to implement a chosen strategy.
Unit content
Guidance
Links
This unit should be linked with the other core units in the programme. It draws on
the underpinning knowledge gained in the core and specialist units in the
programme. Pre-requisites for this unit are core Unit 1: Business Environment, Unit
2: Managing Financial Resources and Decisions, Unit 3: Organisations and
Behaviour and Unit 4: Marketing Principles.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Aim
To develop learners skills of independent enquiry and critical analysis by
undertaking a sustained research investigation of direct relevance to their
Higher Education programme and professional development.
Unit abstract
This unit is designed to enable learners to become confident using research
techniques and methods. It addresses the elements that make up formal
research including the proposal, a variety of research methodologies, action
planning, carrying out the research itself and presenting the findings. To
complete the unit satisfactorily, learners must also understand the theory that
underpins formal research.
The actual research depends on the learner, the context of their area of
learning, their focus of interest and the anticipated outcomes. The unit draws
together a range of other areas from within the programme to form a holistic
piece of work that will make a positive contribution to the learners area of
interest. Learners should seek approval from their tutors before starting their
research project.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand how to formulate a research specification
2 Be able to implement the research project within agreed procedures and to
specification
3 Be able to evaluate the research outcomes
4 Be able to present the research outcomes.
Unit content
LO1 Understand how to 1.1 formulate and record possible research project
formulate a research outline specifications
specification
1.2 identify the factors that contribute to the
process of research project selection
1.3 undertake a critical review of key references
1.4 produce a research project specification
1.5 provide an appropriate plan and procedures for
the agreed research specification
LO2 Be able to implement 2.1 match resources efficiently to the research
the research project question or hypothesis
within agreed
2.2 undertake the proposed research investigation
procedures and to
in accordance with the agreed specification
specification
and procedures
2.3 record and collate relevant data where
appropriate
LO3 Be able to evaluate the 3.1 use appropriate research evaluation
research outcomes techniques
3.2 interpret and analyse the results in terms of
the original research specification
3.3 make recommendations and justify areas for
further consideration
LO4 Be able to present the 4.1 use an agreed format and appropriate media
research outcomes to present the outcomes of the research to an
audience.
Guidance
Links
This unit may be linked to single or several units in the programme, depending
on the research topic and the context of the area of learning. It can be linked to
Unit 49: Work-based Experience and gives learners the opportunity to carry out
research in the same organisation where they undertook their placement.
Essential requirements
Tutors will need to establish the availability of resources to support independent
study before learners proceed with their proposal.
Aim
The aim of this unit is to provide learners with the understanding and ability to
use cost information for budgeting and forecasting purposes in the
management of business.
Unit abstract
This unit looks at the cost information, both current and future, of businesses.
It looks at how cost data is collected, compiled and analysed, and processed
into information that is useful for business managers. Learners will have the
opportunity to apply these principles to practice.
The unit then deals with budgetary planning and control. It looks at how to
prepare forecasts and budgets and to compare these to actual business results.
Learners will again have practical experience of this.
Finally, the unit considers different costing and budgetary systems and the
causes of resulting variances, together with the possible implications and the
corrective action the business will need to take.
Learning outcomes
On successful completion of this unit a learner will:
1 Be able to analyse cost information within a business
2 Be able to propose methods to reduce costs and enhance value within a business
3 Be able to prepare forecasts and budgets for a business
4 Be able to monitor performance against budgets within a business.
Unit content
Guidance
Links
The unit links with the following units within the specification: Unit 2: Managing
Financial Resources and Decisions, Unit 6: Business Decision Making, Unit 10:
Financial Accounting and Reporting, Unit 11: Financial Systems and Auditing
and Unit 12: Taxation.
The unit covers topics essential to learners aiming for a career in management
accounting and who would like to become members of professional accounting
bodies.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Aim
In this unit learners will prepare financial statements for different types of
business, complying with relevant legal and regulatory provisions and the basic
principles of group accounts. Learners will also develop tools for the
interpretation of financial statements.
Unit abstract
It is essential for the success of any business that it has good financial control
and record keeping. Lack of effective control, planning and recording can
ultimately lead to poor financial results. Owners and managers need to be able
to recognise the indications of potential difficulties and take remedial action
when required.
The unit considers the current regulations governing financial reporting, the
formats of financial statements and the purpose of these statements for
different users.
Learners will use records to complete financial statements. They will consider
various categories of business income and expenditure and use cash flow
forecasts, monitoring and adjusting for the effective management of cash flow.
They will measure financial performance using a profit and loss account and
balance sheet and analyse the profitability, liquidity and efficiency of a business
through the application of ratio analysis.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the regulatory framework for financial reporting
2 Be able to prepare financial statements from complete or incomplete records
3 Be able to present financial information in accepted formats for publication
4 Be able to interpret financial statements.
Unit content
Guidance
Links
The unit links with the following units within the specification: Unit 2: Managing
Financial Resources and Decisions, Unit 6: Business Decision Making, Unit 9:
Management Accounting: Costing and Budgeting, Unit 11: Financial Systems
and Auditing and Unit 12: Taxation.
The unit covers topics essential for learners aiming to make a career in this
field and who would like to become members of professional accounting bodies.
Essential requirements
Published financial reports of public limited companies are essential and are
available from the companies themselves, or from the free online service
provided by The Financial Times.
Aim
The aim of this unit is to enable learners to develop understanding and skills in
the management of business accounting systems and the conduct and
reporting of audits.
Unit abstract
In this unit learners will develop skills to evaluate the accounting systems of a
business, using both computerised and manual records, and apply fundamental
concepts. Learners will also analyse the management control systems of a
business and evaluate their effectiveness, particularly in terms of controls and
safeguards against error and fraud.
This unit will also enable learners to develop audit skills by contributing to the
planning and performance of an audit and the preparation of an audit report.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the importance of keeping effective accounting systems within a
business
2 Be able to analyse the management control systems of a business
3 Be able to contribute to the planning and conduct of an audit assignment
4 Be able to prepare audit reports.
Unit content
LO1 Understand the 1.1 explain the purpose and use of the different
importance of keeping accounting records
effective accounting
1.2 assess the importance and meaning of the
systems within a
fundamental accounting concepts
business
1.3 evaluate the factors which influence the
nature and structure of accounting systems
LO2 Be able to analyse the 2.1 identify the different components of business
management control risk
systems of a business
2.2 analyse the control systems in place in a
business
2.3 evaluate the risk of fraud within a business
suggesting methods for detection
LO3 Be able to contribute to 3.1 plan an audit with reference to scope,
the planning and materiality and risk
conduct of an audit
3.2 identify and use appropriate audit tests
assignment
3.3 record the audit process in an appropriate
manner
LO4 Be able to prepare audit 4.1 prepare a draft audit report
reports
4.2 draft suitable management letters in relation
to a statutory audit.
Guidance
Links
The unit links with the following units in the programme: Unit 2: Managing
Financial Resources and Decisions, Unit 6: Business Decision Making, Unit 9:
Management Accounting: Costing and Budgeting, Unit 10: Financial Accounting
and Reporting and Unit 12: Taxation.
Learners should complete Unit 10: Financial Accounting and Reporting before
starting this unit.
The unit covers topics essential for learners aiming to make a career within
finance and who would like to become members of professional accounting
bodies.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Aim
This unit aims to give learners an understanding of the taxation of individuals
and limited companies in the United Kingdom.
Unit abstract
Learners will understand the need for taxation and may already be familiar with
the calculation and collection of income tax through the Pay as You Earn system
applied to employees.
The unit introduces learners to the UK tax environment and explores the
administration and collection of taxation in the UK and the duties of the tax
practitioner.
The unit gives learners the skills needed to understand and compute the
calculation of income tax for both individuals and businesses Learners will then
consider the liability for and computation of corporation tax and capital gains
tax.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the duties and responsibilities of the tax practitioner in the UK tax
environment
2 Be able to calculate personal tax liabilities for individuals and partnerships
3 Be able to calculate corporation tax liabilities for companies
4 Be able to calculate capital gains tax payable for individuals and businesses.
Unit content
Guidance
Links
This unit links to the other accounting units Unit 9: Management Accounting:
Costing and Budgeting, Unit 10: Financial Accounting and Reporting, and
Unit 11: Financial Systems and Auditing and also core Unit 2: Managing
Financial Resources and Decisions
This unit also has links to the Accounting NOS as mapped in Annexe B.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Aim
This unit aims to help the learner become an effective and confident self-
directed employee. This helps the learner become confident in managing own
personal and professional skills to achieve personal and career goals.
Unit abstract
This unit is designed to enable learners to assess and develop a range of
professional and personal skills in order to promote future personal and career
development. It also aims to develop learners ability to organise, manage and
practise a range of approaches to improve their performance as self-directed
learners in preparation for work or further career development.
The unit emphasises the needs of the individual but within the context of how
the development of self-management corresponds with effective team
management in meeting objectives.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand how self-managed learning can enhance lifelong development
2 Be able to take responsibility for own personal and professional development
3 Be able to implement and continually review own personal and professional
development plan
4 Be able to demonstrate acquired interpersonal and transferable skills.
Unit content
Guidance
Links
The unit links with Unit 47: Employability Skills.
This unit also links to the Management and Leadership NOS as mapped in
Annexe B.
Essential requirements
Activities carried out in this unit could be part of the mainstream academic
activity and could be integrated into the whole programme of study. Learners
would benefit from links with the learning outcomes of other units and if review
meetings are held regularly.
Tutors should be aware that textbooks are updated frequently and that they
should use the latest editions where available. This is a practical unit and
textbook materials should be used for reference purposes.
Aim
The aim of this unit is to develop the skills and knowledge needed for working
with and leading others, through understanding the importance of recruiting the
right people for the job.
Unit abstract
An organisations success depends very much on the people working in it, and
recruiting the right people is a key factor. Organisations with effective
recruitment and selection processes and practices in place are more likely to
make successful staffing appointments. In competitive labour markets this is a
major advantage that well-organised businesses will have over their
competitors. It is important, therefore, for learners to appreciate that the
processes and procedures involved in recruitment and selection to meet the
organisations human resource needs are legal. This unit aims to develop
learner knowledge and understanding of the impact of the regulatory
framework on the recruitment process.
There are many benefits for both the individual and the organisation of working
in teams for both the individual and the organisation, most importantly that the
task is carried out better and more efficiently. An understanding of team
development and the leadership function is crucial when working with others. A
motivated workforce is more likely to be efficient and can contribute to the
long-term profitability of the business. In this unit learners will examine these
key areas and appreciate how an effective team leader can motivate and
develop individuals within teams.
Sometimes when people work in teams they have their own types of
communication, which can affect others and cause conflict or tension. In this
unit learners will have the opportunity to develop their own leadership skills as
well as building on the skills and knowledge needed to manage and lead people
and teams in an organisation. Learners will explore ways to manage teams and
individuals as well as motivating staff to perform better whilst meeting the aims
of the organisation.
Learning outcomes
On successful completion of this unit a learner will:
1 Be able to use recruitment, selection and retention procedures
2 Understand the styles and impact of leadership
3 Be able to work effectively in a team
4 Be able to assess the work and development needs of individuals.
Unit content
Guidance
Links
The unit links with the management and human resources units in this
specification.
This unit also links to the Management and Leadership NOS as mapped in
Annexe B.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Aim
The aim of this unit is to provide learners with the understanding and skills to
manage their activities in the business workplace to improve their effectiveness
and efficiency.
Unit abstract
This unit focuses on the effective and efficient planning and management of
business work activities. It gives learners with understanding and skills needed
to design and implement operational systems to improve their effectiveness
and efficiency and achieve the desired results for the business.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the importance of business processes in delivering outcomes based
upon business goals and objectives
2 Be able to develop plans for own area of responsibility to implement operational
plans
3 Be able to monitor appropriate systems to improve organisational performance
4 Be able to manage health and safety in the workplace.
Unit content
Health and safety: legislation and regulations relating to health and safety at
work; organisational policies and procedures regarding health and safety; risk
assessment and monitoring; practical application of regulations; public attitudes
and concerns relating to health and safety
Guidance
Links
This unit links with all other management units within this specification.
This unit also links to the Management and Leadership NOS as mapped in
Annexe B.
Essential requirements
Tutors must build a bank of resource materials to ensure there is a sufficient
supply of relevant information across a range of activities and processes.
Centres should develop links with local businesses. Many businesses and
chambers of commerce want to promote local business and are often willing to
provide work placements, visit opportunities, information about businesses and
the local business context and guest speakers.
Aim
The aim of this unit is to show how communications, knowledge and
information can be improved within an organisation including making better use
of IT systems.
Unit abstract
This unit recognises that communications do not automatically take place
effectively in organisations and that both information and work-based
knowledge is often insufficient when decisions are made. Learners will look at
how managers can improve the planning of their communications processes as
well as their communication skills. Learners will understand why managers
need to adopt a more inclusive approach to stakeholders affected by the
decisions they make and why they need to network on a more structured basis.
The unit also looks at how managers can make the information and knowledge
they gain accessible to other parts of the organisation.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand how to assess information and knowledge needs
2 Be able to create strategies to increase personal networking to widen
involvement in the decision-making process
3 Be able to develop communication processes
4 Be able to improve systems relating to information and knowledge.
Unit content
Sources: internal and external, primary and secondary, formal and informal,
team workers, customers and other stakeholders
Types: qualitative and quantitative, tacit and explicit, official and unofficial,
policy and opinion
Types: meetings and conferences, workshops and training events, internet and
email, written, telephone, video conferencing, one-to-one meetings
Approaches: structured and coordinated, planned, formal and informal
Strategy: advantages, disadvantages; informal, face-to-face, formal in writing,
emotional, intelligence
Type: hard and soft, websites and mailings, access and dissemination
Style: trends and patterns, diagrams and text, consistent and reliable, current
and valid; legal and confidential
Guidance
Links
This unit links with all other management units within this specification.
This unit also links with the Management and Leadership NOS. See Annexe B
for a mapping.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Aim
The aim of this unit is to enable learners to understand the purchase decision-
making process and how marketing research techniques are used to contribute
to the development of marketing plans.
Unit abstract
This unit explores buyer behaviour and how this is influenced by a range of
factors and situations. Learners will explore the marketing research process and
assess the importance of different types of information. The approach is
practical and learners will learn how to prepare and present a research
proposal, assess the reliability of market research findings, and use secondary
sources of data.
Learners will then develop the skills needed to assess trends and carry out
competitor analysis.
The unit seeks to combine a sound theoretical framework with the development
of useful business skills.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand buyer behaviour and the purchase decision-making process
2 Be able to use marketing research techniques
3 Be able to assess market size and future demand
4 Be able to measure customer satisfaction.
Unit content
Measuring: defining the market; estimating total market size, value and
volume; growth and trends; forecasting future demand
Guidance
Links
This unit is part of the marketing pathway and forms a direct link with the other
marketing units in the pathway Unit 18: Advertising and Promotion in
Business, Unit 19: Marketing Planning and Unit 20: Sales Planning and
Operations.
The unit is also linked with Unit 4: Marketing Principles and Unit 6: Business
Decision Making.
Essential requirements
Learners need access to market research and business information.
Aim
The aim of this unit is to provide learners with the understanding and skills for
using advertising, promotion and marketing communications effectively.
Learners will put this into practice by planning an integrated promotional
strategy.
Unit abstract
The effective use of advertising and promotion is a fundamental requirement
for any business seeking to succeed in the modern business world. As they
progress through the unit, learners will build up their understanding of
advertising and promotion, which they can use to plan an integrated
promotional strategy for a business or product.
Unit content
Links
This unit links to other marketing units within the pathway Unit 17: Marketing
Intelligence, Unit 19: Marketing Planning and Unit 20: Sales Planning and
Operations.
The unit is also linked with Unit 4: Marketing Principles and Unit 6: Business
Decision Making.
Essential requirements
Learners must have access to the internet in order to carry out research. They
will also require access to a range of current advertising and promotional media
print, audio, moving image, ambient and new media. Tutors must build a
bank of resource materials to ensure there is a sufficient supply of relevant
information across a range of business types and sectors.
Centres should develop links with local businesses such as businesses that
run advertising and promotional campaigns as part of their marketing strategy,
and agencies that are involved with providing the creative and planning input
for advertising and promotional campaigns. Many businesses and chambers of
commerce want to promote local business and are often willing to provide work
placements, visit opportunities, information about businesses and the local
business context and guest speakers.
Local Business Link organisations are another good source for employer
engagement as they are in contact with a range of different businesses in
different industries.
Aim
The aim of this unit is to provide learners with the understanding and skills to
develop marketing plans that meet marketing objectives, and meet the needs
of the target market.
Unit abstract
Effective planning is essential for any marketing activity to ensure that an
organisation realises its marketing objectives. Without planning, marketing activity
can be inappropriate and waste resources and opportunities.
This unit introduces learners to different ways of auditing, to looking at how
internal and external factors can influence marketing planning for an organisation,
in order to build up a picture of the marketplace.
Learners will gain an understanding of the main barriers to marketing planning, the
effects of barriers, and how these can be avoided or overcome.
Ethical issues in marketing are important in terms of how an organisation and its
products are perceived by customers and employees, and can affect the overall
ethos and ultimate success of the organisation. This unit will enable learners to
investigate and examine how exemplar organisations have been affected by ethical
issues, how they deal with them, and how ethical issues should be taken into
account when developing marketing plans.
On completion of this unit learners will be able to produce a marketing plan for a
product, a service or an organisation that is realistic, in terms of objectives and
resources, and effective in terms of the current situation in the marketplace.
Learning outcomes
On successful completion of this unit a learner will:
1 Be able to compile marketing audits
2 Understand the main barriers to marketing planning
3 Be able to formulate a marketing plan for a product or service
4 Understand ethical issues in marketing.
Unit content
Pricing policy: price taking versus price making; the dimensions of price;
approaches to adding value; pricing techniques (price leadership, market
skimming, market penetration pricing, competitive market-based pricing, cost-
based versus market-oriented pricing); the significance of cash flow; the
interrelationships between price and the other elements of the marketing mix;
taking price out of the competitive equation
Distribution: distribution methods; transport methods; hub locations, break-
bulk and distribution centres; choice of distribution to point-of-sale; distribution
and competitive advantage
Communication mix: evaluation of promotional mix to influence purchasing
behaviour; media planning and cost; advertising and promotional campaigns;
changes to advertising and promotional campaigns over the product lifecycle
(PLC); sales planning
Implementation: factors affecting the effective implementation of marketing
plans; barriers to implementation and how to overcome them; timing;
performance measures (financial, non-financial, quantitative, qualitative);
determining marketing budgets for marketing mix decisions included in the
marketing plan; methods of evaluating and controlling the marketing plan; how
marketing plans and activities vary in organisations that operate in a virtual
marketplace
Guidance
Links
This unit links to other marketing units within the pathway Unit 17: Marketing
Intelligence, Unit 18: Advertising and Promotion in Business and Unit 20: Sales
Planning and Operations.
The unit is also linked with Unit 4: Marketing Principles and Unit 6: Business
Decision Making.
Essential requirements
Learners must have access to the internet in order to carry out research. They
will also require access to a range of case studies and exemplar material which
illustrate the theories and practice covered in the learning outcomes.
Centres should develop links with local businesses such as businesses that are
involved in marketing planning as part of their overall strategy. Many
businesses and chambers of commerce want to promote local business and are
often willing to provide work placements, visit opportunities, information about
businesses and the local business context and guest speakers. Local Business
Link organisations are another good source for employer engagement as they
are in contact with a range of different businesses in different industries.
Aim
The aim of this unit is to provide learners with an understanding of sales
planning, sales management, and the selling process, which can be applied in
different markets and environments.
Unit abstract
Selling is a key part of any successful business, and most people will find that
they need to use sales skills at some point in their working life if only to
persuade or win an argument. For anyone who is interested in sales as a
professional career it pays to understand the basics of selling, to practice, and
plan. This unit will introduce learners to the theory of selling and sales
planning, and give them the opportunity to put their personal selling skills into
practice.
The unit starts with an overview of how personal selling fits within the overall
marketing strategy for a business. Learners will be taken through the main
stages of the selling process, and be expected to put them to use. Once they
are confident about the selling process, learners will investigate the role and
objectives of sales management. This is knowledge that can be applied to a
wide range of organisations.
Finally, learners will be able to start planning sales activity for a product or
service of their own choice this is another valuable skill that is transferable to
many different situations learners may find themselves in as they move into
employment or higher education.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the role of personal selling within the overall marketing strategy
2 Be able to apply the principles of the selling process to a product or service
3 Understand the role and objectives of sales management
4 Be able to plan sales activity for a product or service.
Unit content
Guidance
Links
This unit links to other marketing units within the pathway Unit 17: Marketing
Intelligence, Unit 18: Advertising and Promotion in Business and Unit 19:
Marketing Planning.
The unit is also linked with Unit 4: Marketing Principles and Unit 6: Business
Decision Making.
Essential requirements
Learners must have access to a suitable business teaching environment with
access to the internet in order to carry out research. They also require access
to a range of organisations that have active sales teams currently engaged in
personal selling.
Marketing and sales journals are a good topical source for personal selling and
sales management activities. A number of videos have been produced
demonstrating good (and bad) sales techniques. Many of these form part of
sales training programmes which can be purchased. Throughout the course of
an academic year, topical programmes often appear on television for example,
Dragons Den.
Centres should develop links with local businesses such as businesses that have
sales teams as part of their marketing strategy. Many businesses and chambers
of commerce want to promote local business and are often willing to provide
work placements, visit opportunities, information about businesses and the
local business context and guest speakers. Local Business Link organisations
are another good source for employer engagement as they are in contact with a
range of different businesses in different industries.
Aim
This unit provides an introduction to the concepts and practices of human
resource management within the United Kingdom and focuses on the
management of recruitment, retention and employment cessation.
Unit abstract
Recruiting and retaining staff of the right caliber contributes to the achievement
of organisational purposes. Staff must make a valued contribution to the work
of the organisation. Eventually they will leave, more often than not because
they find alternative employment or retire. Occasionally, however, employment
has to be terminated. This unit considers how human resource management
deals with these aspects of working. However, the focus of human resource
management has moved beyond personnel management towards a more
proactive approach that, in addition to the traditional roles associated with staff
management, also considers how to get the best people and the best out of
people so that they work in roles and ways that are closely aligned to
organisational objectives. This often leads to the assertion by many senior
managers that Our employees are our most valuable resource.
Unit content
Links
The unit links with other human resource units such as Unit 3: Organisations
and Behaviour, Unit 22: Managing Human Resources, Unit 23: Human
Resources Development and Unit 24: Employee Relations.
The unit also has links with the Management and Leadership NOS as mapped in
Annexe B.
Essential resources
Access to business HR documentation, speakers and relevant legislation will be
required.
Aim
The aim of this unit is to develop an understanding of the theory and practice of
human resource management focussing on current human resources practice
and the impact of topical issues and legislation.
Unit abstract
This unit sets the scene by looking at the different theoretical perspectives of
human resource management and exploring the differences in these
approaches. A variety of changes in the labour market, and the increasing
demand from employees for a more manageable work-life balance, has seen
the development of much more flexible working practices. This has been the
case in all sectors of the economy and in all organisations irrespective of their
size or the nature of their business. Some workers have a statutory right to
flexible hours and all workers can ask their employer to accommodate their
needs in terms of a more flexible pattern of working. This unit examines a
variety of flexible working models and looks at practical methods that have
evolved in many organisations to meet the needs of employers and employees.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the different perspectives of human resource management
2 Understand ways of developing flexibility within the workplace
3 Understand the impact of equal opportunities in the workplace
4 Understand approaches to human resources practices in organisations.
Unit content
Flexible working models: the core and periphery workforce model (Atkinson
1984); Handys (1989) Shamrock Organisation
Types of flexibility: e.g. numerical, functional, temporal, locational, financial
Flexible working methods: e.g. employment of part-time and temporary staff,
teleworking, homeworking, job sharing, zero hours contracts, annual hours,
staggered hours, compressed hours
Labour market and the need for flexibility: labour market demographics,
employment statistics, local, regional and national labour markets and the
growing recognition of the importance of work-life balance
Performance management: the role, purpose and types of appraisal, 360 degree
feedback, the skills of carrying out appraisals and giving feedback, the link of
appraisals to reward management
Counselling and employee welfare: the traditional welfare function
occupational health practices and policies, the management of ill health at work,
costs and absenteeism, accidents at work (statistics), ergonomics, alcohol and
drug abuse, HIV and AIDS, stress and stress management, workplace
counselling
Health and safety legislation: Health and Safety at Work Act (1974) and the role
of the Health and Safety Commission, European Community Directives e.g.
Working Time Regulations (1998), Parental Leave (2009)
Other topical issues: e-recruitment, e-learning, flexible benefits, work-life
balance, employee voice, changes to pension schemes
Guidance
Links
This unit links with the other human resource units in such as: Unit 21: Human
Resource Management, Unit 23: Human Resources Development and Unit 24:
Employee Relations.
Essential requirements
Access to relevant theories, practices, models and legislation will be required.
Aim
This unit will develop the skills and understanding needed for planning and
designing training and development, through understanding how people learn
and the suitability of different training methods and initiatives.
Unit abstract
Human resource development contributes to the overall success of an
organisation through providing learning, development and training
opportunities to improve individual, team and organisational performance.
Training and development affects everyone in the organisation and it is
appropriate at every level from office junior to senior executive. Learning is
complex and this unit explores the related theories and their contribution to the
process of transferring learning to the workplace. It is important, therefore, for
learners to appreciate that all staff should be encouraged to develop their skills
and knowledge to achieve their potential and. in doing so, enable the
organisation to meet its strategic objectives.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand learning theories and learning styles
2 Be able to plan and design training and development
3 Be able to evaluate a training event
4 Understand government-led skills development initiatives.
Unit content
Learning theories and learning styles: styles e.g. activists, reflectors, theorists,
pragmatists, (Honey and Mumford 1986); Kolbs learning style inventory; Myers
Briggs Type Indicator; learning theories e.g. behaviourist, cognitive,
reinforcement, experiential, stimulus-response; requirements for effective
learning; informal learning; workplace learning; self-managed learning;
continuous learning and development; learning curve and transfer of learning to
the workplace; impact of learning theories and styles when planning and
designing a learning event
Plan and design approaches: the systematic approach (identify training needs,
define the learning required, set objectives, plan and implement training,
evaluate training), planning issues e.g. numbers, location, content,
internal/external trainers, administration; training budget, training costs
Training and development methods: on/off-the-job; delivery methods
(mentoring, coaching, action learning, assignments, projects, shadowing,
secondments, training courses, conferences, seminars, e-learning and outdoor
development)
Evaluation: the what, why, when, and who of evaluation; planning; design;
delivery; implementation; key stakeholders; achievement of objectives
Techniques: benefits and limitations of methods e.g. questionnaires,
observation, trainer/trainee feedback, customer comments, training audits,
achievements of awards by trainees; indicators, e.g. labour turnover,
productivity measures, quality improvements, performance indicators (sales
figures, customer service feedback)
Guidance
Links
The unit has links with the following HR units in this specification: Unit 21:
Human Resource Management, Unit 22: Managing Human Resources and
Unit 24: Employee Relations.
The unit also links with the Management and Leadership National Occupational
Standards as mapped in Annexe B.
Essential Resources
Access to organisations, their documentation and speakers will be required.
Aim
The aim of this unit is to introduce learners to the importance of good employee
relations for business success and the impact of changes which have affected
employment relationships.
Unit abstract
The term employee relations has replaced that of industrial relations
Industrial relations are generally recognised as relations between an employer
and a collective workforce, typically through a recognised union. Employee
relations means the relationship between an employee and employer, and this
is largely controlled by legislation and is being revised and updated
continuously. It is important for learners to appreciate how good
employee/employer relations contribute to the success and effectiveness of a
business. In this unit they will investigate how cooperation between employers
and employees leads to the development of good working relations against a
changing background.
The success of a business often relies on its relationships with its employees.
Learners will investigate and explore different types of industrial conflict and
the procedures for resolving this. It is important that learners are aware of
change and keep up to date with developments in dispute procedures in
relation to employment law.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the context of employee relations against a changing background
2 Understand the nature of industrial conflict and its resolution
3 Understand collective bargaining and negotiation processes
4 Understand the concept of employee participation and involvement.
Unit content
The role of the trade union: types of trade union, the Trades Union Congress,
employer associations, trade union representatives
The history and development of trade unions: the rise of trade unionism; trade
unions and the law; union growth and decline; changing business environment
e.g. political, technological, social, legal and economic; relevance to industrial
relations
The main players in employee relations: workers, managers, organisations,
government agencies concerned with the workplace and work community
Theoretical perspectives: unitarist, pluralist, radical; review of perspectives by
the stakeholders in employee relations
The nature and scope of collective bargaining: roles e.g. shop stewards, union
officials employer associations and management
The collective bargaining process: institutional agreements for collective
bargaining, local workplace bargaining, single-table bargaining
Negotiation processes: negotiation strategy, preparation for negotiation,
conducting the case-settlement, disclosure of information
Guidance
Links
The unit has particular links with the following units in this specification: Unit 3:
Organisations and Behaviour, Unit 21: Human Resource Management, Unit 22:
Managing Human Resources, Unit 23: Human Resources Development and
Unit 25: English Legal System.
This unit links to the National Occupational Standards for Management and
Leadership.
Essential requirements
Learners will need access to case books and legal texts on employee relations
situations. Tutors must build a bank of resource materials to ensure there is a
sufficient supply of relevant information across a range of industrial conflicts.
Aim
The purpose of this unit is to provide learners with an understanding of the
sources of English law, the courts and their personnel and the different legal
business entities.
Unit abstract
The unit looks at the English legal system in detail. It will develop learners
understanding of the court structures, both civil and criminal. Court procedures,
funding and legal personnel are evaluated, as are alternative methods of
settling disputes.
The unit seeks to enable learners to develop the ability to apply this
understanding of the law in given situations.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the court system and its alternatives
2 Understand the finance of representation
3 Be able to evaluate the different sources of law
4 Be able to select an appropriate legal entity.
Unit content
Legal advice and funding: sources of legal advice; duty solicitor scheme;
funding; conditional fees
Legal personnel: solicitors and barristers; legal executives; paralegals; roles and
training; the judiciary
Guidance
Links
This unit is a useful foundation for all the other specialist law units within the
specification.
Essential requirements
Learners must have access to a learning resource centre with a good range of
legal text and case books. These must be supported by journal, statutes and
law reports. Newspapers are also necessary because of the topical nature of
law.
Centres should develop links with local businesses particularly firms of solicitors
and any local barristers chambers. There will also be local courts, Citizens
Advice Bureau, and a legal department in the local authority, who may provide
speakers, or allow visits.
Aim
The aim of this unit is to provide knowledge and application of the law relating
to sale of goods, consumer credit, monopolies and intellectual property as it
relates to business and its everyday dealings.
Unit abstract
Learners will recognise that a business operates within a diverse legal
framework. Aspects such as anti-competitive practices through monopolies,
mergers and the use of intellectual property rights are key, as are domestic
consumer provisions and associated provisions within the EU.
Learners need to understand the penalties applicable for failure to comply with
these areas of law that follow from the basic rules of contract and tort.
Learning outcomes
On successful completion of this unit a learner will:
1 Be able to apply the main principles affecting the legal relationship between
business organisations and their consumers
2 Be able to apply the legal rules on consumer credit agreements and agency
3 Understand the legal rules relating to monopolies, mergers and anti-competitive
practices
4 Know key provisions relating to intellectual property rights.
Unit content
Guidance
Links
This unit links with all the other law units in the BTEC Higher Nationals in
Business.
Essential requirements
A resource bank including a range of standard form contracts will be necessary.
Aim
The aim of this unit is to provide further understanding and skills on the law of
contract and tort as it relates to business.
Unit abstract
This unit develops coverage of the law of contract to include vitiating factors
and discharge, including breach, and remedies. The unit also explores areas of
tort such as defamation, nuisance, the rule in Rylands versus Fletcher, defences
and remedies.
Businesses may have a potential liability or a claim for breach of contract which
may not even be valid because, for example, of misrepresentation. In these
cases there is the question of the available remedies, where the claim is for
damages and how the amount is calculated.
Learning outcomes
On successful completion of this unit a learner will:
1 Be able to apply the vitiating factors that could impact on an otherwise legally
binding contract
2 Be able to apply the law of discharge of contract
3 Be able to apply the specific torts other than negligence which impact on
business activities
4 Be able to apply the possible defences against actions in tort.
Unit content
3 Be able to apply the specific torts other than negligence which impact
on business activities
The nature and scope of particular torts: trespass to persons, land and goods;
nuisance (public and private); rule in Rylands versus Fletcher; defamation
(slander, libel); right to sue and who may be sued
General defences: volenti non fit injuria; statutory authority; necessity; Act of
God; special defences against specific torts; contributory negligence
Remedies: compensatory and non-compensatory
Damages: calculation of and different forms of loss
Guidance
Links
This unit links with all the other Law units in the HN in Business specification.
Completing the Unit 26: Business Law first would be helpful as a foundation in
law.
Essential requirements
Learners will require access to law reports and contractual documents, such as
existing business contracts.
Aim
The aim of this unit is to provide learners with knowledge and understanding of
European law as it relates to the United Kingdom, business and individuals.
Unit abstract
Learners will recognise that European law has a significant impact on English
law and issues of sovereignty. The institutions that create European law are
explored so that the source and rationale behind it can be understood.
The effect of European law is then considered in the context of the free
movement of goods, services and workers. This requires an examination of the
EU legal rules which impact on persons seeking work in other member states
and how business organisations are able to promote and set up branches of
their business in other member states.
The unit will also allow learners to identify anti-competitive practices and how
these can impact on business organisations and the individual.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the EU institutions
2 Understand the sources of EU law and issues of sovereignty
3 Understand the European legal principles concerned with the free movement of
workers
4 Understand the European provisions relating to the free movement of goods,
services and establishment of businesses.
Unit content
Guidance
Links
This unit links with other law units within the specification.
Essential requirements
A resource bank including a range of EU legal material is needed.
Aim
The aim of this unit is to give learners an understanding of the internet and
how e-business can be used in organisations.
Unit abstract
This unit introduces learners to the scope of e-business and the benefits it
offers to an organisation through the different business models. It enables
sufficient understanding of internet technology for learners to appreciate the
potential, and the limitations, of using the internet for business. The features of
good website design are also covered.
Learners will examine the scope of e-business and the inherent models it can
follow. The unit will give learners the ontology of the internet and business
requirements for usable website design. They will have an in-depth knowledge
of the technology behind the HCI of e-business.
By studying online business environments learners will gain insight into how
business is evolving within the virtual marketplace in order to remain
competitive; how the development of a global marketplace impacts on all
businesses; and how businesses can take advantage of these opportunities
whilst meeting customer expectations.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the scope of e-business
2 Understand how the internet works
3 Be able to use different e-business models
4 Be able to use good website design.
Unit content
Definitions: the internet; the worldwide web (www); intranets; extranets; the
distinction between e-business and e-commerce; stakeholder transaction types
e.g. business-to-consumer (B2C), business-to-business (B2B), customer-to-
customer (C2C), customer-to-business (C2B)
Benefits to businesses of e-business: why a company should have a web
presence e.g. 24/7 trading, global marketplace; overt and covert information
collection; how the use of internet technology can reduce transaction costs
Barriers to businesses caused by e-business: set-up costs; impact of staff;
difficulty of changing processes; ongoing maintenance e.g. lack of skill, security
and protection concerns; managing a 24/7 global marketplace response e.g.
language, demand, logistics; the importance of trust for e-business transactions
Security and legislation: methods and role of physical security in e-business e.g.
passwords, access; methods and role of electronic security in e-business e.g.
firewalls, digital signatures, digital certificates, anti-virus software; impacts of
national and international legislation e.g. staff training, taxation
Mode of communication: devices to communicate online, fixed and portable;
business communications e.g. shopping cart, FAQs, customer follow-up
Business models: the different ways in which the internet may be used to
generate revenue by supporting the sale of a product e.g. CDs; by charging per
transaction for the provision of a service e.g. airline booking; by supplying
electronic media information or services e.g. music downloads; by subscription-
based information services eg consumer advice; advertising revenue e.g. from
linked websites, suppliers; by the growing provision of individualised customer-
centric products and services requiring customer interaction e.g. auction sites,
photographic services
Guidance
Links
This unit links with Unit 30: Internet Marketing and Unit 31: E-Business
Operations. Aspects of this unit also link with the following units: Unit 1:
Business Environment, Unit 3: Organisations and Behaviour and Unit 7:
Business Strategy.
Essential requirements
Texts must be supported by the use of websites and case studies, for example
www.bized.ac.uk which provides business case studies.
For part-time learners working in business, their work experience must be used
in comparing the approaches that are adopted.
Aim
This unit provides learners with an understanding of internet marketing so they
can develop the skills to use the internet for promotion, advertising, interactive
communications, market research, developing customer relationships and an
internet marketing plan.
Unit abstract
Internet marketing refers to the application of marketing principles and
techniques via electronic media and more specifically the internet. The purpose
of this unit is to develop learner understanding of, and skills in, the use of the
complex interactive digital media which comprise the tools of internet
marketing. This area of study is subject to rapid rates of change with an
immense array of continually developing technology converging and impacting
on how e-business operates.
Internet marketing encompasses all the activities a business conducts via the
worldwide web with the aim of attracting new business, retaining current
business and developing its brand identity. Being able to use the internet for
promotion is a core skill and this is covered in detail through search engine
marketing. The topic of public relations through the internet is outlined as is the
concept of the internet as a community.
This unit also addresses the utility and importance of the internet for market
research. Data from customer relationship management can be used to support
internet market research. This research can, in turn, lead to improvements in
customer relations by enabling the company to supply better products and
services. An understanding of these areas is therefore required.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand marketing through the internet
2 Be able to use the internet for promotion using digital marketing communications
3 Be able to produce market research to support customer relationship
management
4 Be able to design an internet marketing plan.
Unit content
Market research: secondary research data e.g. published surveys and reports,
online research communities; Google insights and trends; blogs; government
information e.g. census; types of research e.g. researching customer needs;
types of information required e.g. quantitative data or qualitative data; primary
market research methods e.g. online surveys; open and closed questions; focus
groups; listening labs
Guidance
Links
This unit links with Unit 1: Business Environment and follows on from Unit 29:
The Internet and E-Business. Aspects of this unit link with the following units:
Unit 3: Organisations and Behaviour, Unit 7: Business Strategy, Unit 17:
Marketing Intelligence and Unit 18: Advertising and Promotion in Business.
There are also links with Unit 31: E-Business Operations.
Essential requirements
Access to the web in class to illustrate the required topics is required.
Tutors must build a bank of case studies and other resource materials to ensure
there is a sufficient supply of relevant information across a range of the
elements of the internet marketing mix. Textbooks must be supported by
website examples and case studies.
Aim
This unit provides learners with an understanding of e-business operations so
they can develop the skill to use internet and electronic processes for supply
chain activities and other business applications.
Unit abstract
The purpose of this unit is to develop learner understanding and skills in the
complex processes and transactions which support e-business operations. An e-
business infrastructure comprises a large number of business processes that
are exposed through web and electronic services.
E-business operations concern how technologies are used to manage the
procurement of products/services, supply and transport, handling of goods and
the fulfilment function. This area of study is subject to rapid rates of change
with an immense array of continually developing technology converging and
impacting on how e-businesses operate.
It then looks at Electronic Data Interchange (EDI) which has been instrumental
in the development of e-business over the internet, electronic marketplaces,
networks and instruments for the electronic transfer of funds and payment
systems.
Other essential topics in the study of this area include quality, trust and
security, the use of the internet for recruitment and the development of
internet communities.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand how business and consumer purchase transactions differ
2 Understand EDI and electronic transactions
3 Be able to demonstrate the benefits of electronic transactions to supply chain
management
4 Understand issues in e-business including quality, recruitment and security.
Unit content
Industry networks, portals and industry trends: b2b; b2c; the concept of web-
communities; development of industry networks either through extranets or
portals for research reports; new product developments; knowledge
dissemination; industry trends; trading marketplaces; vertical portals or vortals;
innovations include cloud computing, Service Oriented Architecture (SOA) e.g.
travel search sites; Service as a Software (SaaS) e.g. Gmail, digital supply
chain for media delivery; mash ups of converging technologies; Web 2.0, social
network sites, blogging, file sharing sites e.g. YouTube, increasing use of
broadband, wireless and mobile technologies, smart phones and iphone
applications
Guidance
Links
This unit links to Unit 29: The Internet and E-Business and Unit 30: Internet
Marketing.
This unit also links to the Business Administration NOS as mapped in Annexe B.
Essential requirements
There must be access to the web in class to illustrate the required topics.
For part-time learners working in business, their work experience must be used
in comparing the approaches adopted.
Aim
The aim of this unit is to enable learners to understand the concept of quality
and quality management and define it in the context of business and service
operations.
Unit abstract
Quality has a wide range of meanings and is a term that can be used in a
variety of contexts, as a result it is hard to define. Total Quality Management
seeks to ensure that all processes relating to the production of goods and
services are of the highest quality. Quality control is concerned with
maintaining quality standards by monitoring and taking action when quality
falls below those standards. Quality assurance is a term used where a supplier
guarantees the quality of goods and allows the customer access during the
production period.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the different approaches to quality management appropriate to
commercial operations
2 Understand the benefits of quality management in a business and services
context
3 Understand a range of quality controls and how service to the customer can be
improved
4 Be able to apply the principles of quality management to improve the
performance of an organisation.
Unit content
Guidance
Links
This unit links with the management pathway units, especially: Unit 15:
Managing Activities to Achieve Results; Unit 16: Managing Communications,
Knowledge and Information; and it also links to Unit 34: Operations
Management in Business.
Essential requirements
Quality management manuals, policies and strategies will be needed to support
learners work.
The use of case studies at this level will need careful preparation and
management. There are numerous examples of case studies focusing on
business excellence in the public domain, often in appropriate journals.
Learners must read the trade and specialist press and associated websites
regularly.
Aim
The aim of this unit is to give learners the opportunity to focus on the
processes involved, through change management, of reviewing and improving
the performance of a small business enterprise.
Unit abstract
This unit is designed primarily for learners who are interested in small business
enterprises and looks at the development and expansion of these businesses.
The unit will be particularly appropriate for learners currently working in a small
business enterprise. The unit is also appropriate for learners who have had
work placements or work experience in small businesses and for learners who
wish to pursue careers in the small business sector of the economy.
The governments vision is for more people in the UK to have the opportunity,
aspiration and motivation to use their talent and initiative to be enterprising,
and to have an increased proportion of people starting a business. The
Department for Business, Innovation and Skills is responsible for small business
and enterprise policy. Statistics from the Federation of Small Businesses
website show that there are almost 5 million small businesses in the UK, almost
14 million people are employed in small- and medium-sized enterprises and
over half a million people start up their own businesses every year. The small
business sector provides employment and career opportunities which may
appeal to many learners not attracted to a career in large organisations.
The unit draws together many of the topics covered in other units and allows
learners to practise the business skills needed in reviewing and managing the
performance of a small enterprise.
Learning outcomes
On successful completion of this unit a learner will:
1 Be able to investigate the performance of a selected small business enterprise
2 Be able to propose changes to improve management and business performance
3 Be able to revise business objectives and plans to incorporate proposed changes
4 Be able to examine the impact of change management on the operations of the
business.
Unit content
Guidance
Links
This unit links with other management units within this specification.
The unit also links with the Management and Leadership NOS.
Essential requirements
Some learners will be able to use their own experience of small business as a
basis for their work in this unit. Other learners will need to be given realistic
case studies.
Aim
To provide learners with an understanding of the role and importance of operations
management (OM) in the efficient and effective production of goods and services.
Unit abstract
Operations management is the area of business activity concerned with the
production of goods and services. It includes the responsibility of ensuring that all
business/organisational operations are efficient in terms of minimising costs by
using as few resources as possible, and effective in terms of maximising quality and
meeting customer requirements. It is concerned with managing the
transformational processes that convert inputs (in the form of materials, labour and
energy) into outputs (in the form of goods and services).
It is important therefore that learners seeking employment in the business world
realise that the proper organisation of productive systems, and their interfaces
with internal as well as external customers and suppliers, is essential if
goods/services are to be produced on time, to cost and within the law.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the nature and importance of operations management
2 Understand the link between operations management and strategic planning
3 Understand how to organise a typical production process
4 Be able to apply relevant techniques to the production of an operational plan for
an organisation.
Unit content
Operational plan: using planning techniques, e.g. Critical Path Analysis, meeting
the requirements
Outcome determination: the five performance objectives
Monitoring and control: quality assurance and quality control mechanisms
(Q.A.C); fish bones; quality circles; variance analysis, six sigma, product quality
and service quality, benchmarking; best practice; self-assessment; vision;
continuous improvement; quality characteristics; importance of quality
Guidance
Links
This unit has links with all the other management units in the HNs in Business.
Essential requirements
Learners will need access to project management software and to flow chart
templates for illustrative purposes.
Aim
To provide learners with an understanding of the importance of international
trade and in particular UK trade with the European Union.
Unit abstract
As an open economy the UK not only engages in international trade, its very
survival depends on it. Despite having a sophisticated and highly productive
agricultural sector we can feed only approximately 50 per cent of our
population.
The first part of the unit focuses on international trade in general and the
balance of payments as a monitoring device, whilst the second part
concentrates on the EU and the economic theories that underpin its creation.
The unit then examines the role and significance of the main EU institutions,
particularly in relation to their policy-making and implementation functions.
Finally, the unit requires learners to research a particular area of economic
activity and then apply the discipline of action planning to a hypothetical UK
company seeking to begin operating within the EU.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the significance of international trade and the balance of payments to
open economies such as the UK
2 Understand the economic rationale underpinning the European Union (EU)
3 Understand the role of the major EU institutions
4 Be able to develop an action plan for a specific UK company wishing to trade
within the EU.
Unit content
International trade: imports and exports; visibles and invisible; open and closed
economies; comparative and absolute advantage; the terms of trade; exchange
rates
Balance of payments: structure current account; capital account; visible trade
balance; invisible trade balance; current account balance; capital transfer
balance; balancing items; equilibrium; surplus and deficit; the significance of
long term deficits
Institutions: the European Parliament, the Council of the European Union, the
European Council, the European Commission, The European Court of Justice,
The European Court of Auditors. The European Central Bank, The Presidency
Policy outcomes: European Directives and European Funding e.g. European
Regional Development Fund (ERDF), European Social Fund (ESF), the Cohesion
Fund
Guidance
Links
This unit links with other units within this specification relating to European
Business
Essential requirements
Learners will need access to a large map of the European Union, a chart
indicating the main EU institutions and their interconnection and UK National
Accounts such as the Blue Book.
Aim
The aim of this unit is to provide the learner with an understanding of the law
on employment, and the skills to apply those legal provisions which are
concerned with the employment relationship and individual employment rights
Unit abstract
In this unit learners will develop the understanding and skills required to
analyse the law relating to employment relationships and individual
employment rights.
Both UK and European sources of employment law are examined, along with
the institutions and systems concerned with law enforcement. Learners will
develop an understanding of the nature and scope of the employment
relationship in its legal and business context. There will be a particular focus on
the creation, content, application and termination of employment contracts.
The unit also considers the impact on the employment relationship of the
developing law in the areas of discrimination, human rights and data protection.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the sources, institutions and enforcement systems for individual
employment rights
2 Understand the nature and scope of the employment relationship in its legal and
business context
3 Be able to apply the legal provisions concerned with discrimination and health
and safety in a legal and business context
4 Understand the impact on the employment relationship of the developing law in
the areas of human rights and data protection legislation.
Unit content
The impact of human rights issues on the employment relationship: respect for
private life and freedom of belief and expression; data protection principles and
the rights of data subjects
Guidance
Links
There are links between this unit and the human resources units within this
specification
Essential requirements
Learners need access to a specialist law library for key texts and law reports.
The use of texts should be supported by reference to broadsheet newspapers,
relevant journals, specialist publications and electronic databases.
Information can also be obtained from institutions such as the Equality and
Human Rights Commission and ACAS.
Aim
The aim of this unit is to provide learners with a knowledge and understanding
of the law on companies and the skill to apply the rules particularly in business
situations.
Unit abstract
In this unit learners develop an understanding of the different types of
company, company formation and the required documentation. The unit then
considers capital, the creation of shares and the rights of shareholders. It also
looks at directors and their powers and duties. Finally, the unit examines the
winding up a company.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the nature of a company
2 Be able to draw up the constitution of a company
3 Understand share capital and capital maintenance
4 Understand about shareholders, directors, charges and insolvency.
Unit content
Guidance
Links
This unit has links with the other law units within this specification.
Essential requirements
Learners will require access to a library which contains key texts and materials
relating to company law.
Aim
The aim of this unit is to provide learners with a knowledge and understanding
of different administrative functions and roles and to provide them with the
skills to organise events and activities.
Unit abstract
This unit allows learners to develop and practise their knowledge,
understanding and skills as administrators or managers by examining the
administrative functions within organisations. The unit is about preparing and
coordinating operational plans and managing time effectively and developing
self to meet the needs of an organisation. The unit investigates the roles and
responsibilities of key people within the organisation helping to meet its
objectives.
Learners will find out to how to manage events or activities. They will have the
opportunity to investigate and participate in the running of an event in which
they will take a major role in managing a range of key resources. This is a
practical unit which will prepare learners for a management role in any
organisation whether large, medium or small.
Learning outcomes
On successful completion of this unit a learner will:
1 Be able to plan an event or project
2 Be able to effectively administer an event or project
3 Be able to organise teamwork when managing an event or project
4 Be able to use a range of business communication systems in managing the
event or project.
Unit content
Size of teams: optimum size needed for the task and method of working
Leadership: the importance of effective coordination and clear communication
both orally and on paper, how to identify the actions and resources needed to
achieve agreed outcomes
Prior knowledge and skills of team members: how to identify roles and
responsibilities appropriately amongst relevant people
Group cohesion: ability to work together cohesively, team building
Conflict: how to diffuse anger, the importance of responding to criticism
positively and how to do so
Liaison with external teams or individual: methods and regularity of
communication, team meetings
Guidance
Links
This unit links to the National Occupational Standards for Management and
Leadership.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Aim
The aim of this unit is to provide the learner with an understanding of the stock
exchange and the range of financial investment opportunities available to
individuals living in the UK.
Unit abstract
Investment savings and financial planning are essential, but often overlooked,
skills in managing personal financial affairs.
Learners will also understand how the stock exchange functions, the range of
investments available and how to manage a portfolio of investments.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the range of investments available to individuals
2 Understand how the UK system of taxation affects investment decisions
3 Understand investors needs
4 Understand the working of the stock exchange and the range of investments
available.
Unit content
Stock exchange: evolution; how it works; how share prices are determined
Securities: range available
Financial Times: how to read the financial pages; how the figures are
calculated; what they mean
Guidance
Links
This unit links to Unit 12: Taxation, within this specification.
Essential requirements
Arnold: The Financial Times Guide to Investing. The latest edition is essential
and is a good basic text.
Taxation guides from Which and the Daily Telegraph are updated annually after
the Finance Act is amended.
A good daily newspaper along with the weekend money and finance sections as
found in The Times and The Daily Telegraph.
There are also monthly journals such as What Investment and Money Observer
which will be topical and up to date.
Aim
This unit will develop the skills and knowledge of work practices in industry
through the learner undertaking work experience and producing a management
report examining a work-based issue.
Unit abstract
In this unit learners will have an opportunity to develop first-hand experience of
all aspects of business operations. The production of a management report is
the outcome of the learning, and learners must be able to undertake suitable
activities to investigate a work-based issue or problem for the work experience
organisation. This unit aims to develop knowledge and understanding of how
businesses operate and the skills and abilities managers draw upon when faced
with everyday issues or problems. It is important, therefore, for learners to
appreciate and analyse the relationships between different parts of the host
organisation.
Learners will monitor their progress against an action plan of the agreed aims
and objectives, and review the effectiveness of achievement of the targets and
their own performance. The management report can be presented in any
suitable format.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand ways to arrange appropriate industry experience
2 Be able to agree aims and objectives of work based project with others
3 Be able to monitor and evaluate progress of work based project
4 Be able to present report on work based project.
Unit content
Methods: personal skills audit e.g. negotiation, action planning, CV, interview
techniques; research company background, shortlist potential organisations,
letter, email, interview, personal recommendation
Management report: issues, problems e.g. teamworking, leadership,
interpersonal skills, operational/technical skills, customer care, communication,
networking, action planning, problem-solving, ICT/computer literacy, flexibility
Industry context: business sector e.g. finance, banking, law, management,
human resources, marketing, type e.g. local, national, global
Guidance
Links
The unit links with the National Occupational Standards in Management and
Leadership.
Essential requirements
To complete this unit, learners will need suitable placements with appropriate
host organisations who are willing to provide projects requiring the
investigation of a host organisation issue or problem.
Aim
This unit will introduce learners to some current issues within the marketing
industry including relationship marketing, customer relationship management,
marketing in non-traditional contexts, marketing services and the increasing
concern with ethical and social considerations.
Unit abstract
The role of marketing as a business function is increasingly viewed as an
integral constituent of overall corporate strategy as organisations have become
more aware of the need to develop long-term relationships with their
customers.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the importance of relationship marketing in a contemporary business
context
2 Understand the role of marketing in non-traditional contexts
3 Understand the importance of applying the extended marketing mix in the
service sector
4 Understand the reasons for the increasing emphasis on ethics and social
responsibility in marketing.
Unit content
Guidance
Links
This unit links with all the other marketing units in the specification.
Essential requirements
Learners must have access to a learning resource centre with a wide range of
marketing texts. Texts must be supported by use of journals, company reports
and government statistics. Case studies, videos and documented examples of
organisations and their marketing, auditing and planning techniques must be
used to illustrate the topical nature of this unit. The contemporary nature of
this unit requires the use of current material that can be accessed through
professional institutes publications and websites.
Aim
The aim of this unit is to provide the learner with understanding and skills
relating to project management principles, methodologies, tools and techniques
that are used in business.
Unit abstract
Learners will develop an understanding of what constitutes a project and the
role of a project manager. They will develop the skills needed to plan the
activities required to carry out the project, including how to set up a project,
how to control and execute a project, and how to carry out project reviews.
Learners will also understand how the project fits into the business or other
organisational environment. Organisational and human resource factors are
also included.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand project management principles
2 Be able to manage a projects human resources
3 Be able to apply project processes and procedures.
Unit content
Project management plans: the why, what, how, when, where and by whom of
project management e.g. contract terms, document distribution schedules,
procurement, establishing the baseline for the project
Project organisation: the product breakdown structure (PBS) and the work
breakdown structure (WBS), project execution strategy and the organisation
breakdown structure (OBS) eg preparation of organisation charts, task
responsibility matrix, statement of work (SOW) for project tasks
Scheduling techniques: relationship between schedules, OBS and WBS, bar
charts, milestone schedules, network techniques, resourcing techniques,
computer-based scheduling and resourcing packages, project progress
measurement and reporting techniques, staff-hours earned value and progress
S curves, critical path analysis and reporting, milestone trending
Cost control: cost breakdown structure e.g. types of project estimate, resources
needed, estimating techniques, estimating accuracy, contingency and
estimation, bid estimates, whole-life cost estimates, sources of information, cost
information sensitivity, computer-based estimating
Techniques: allocation of budgets to packages of work, committed costs, actual
costs, cash flow, contingency management
Performance: cost performance analysis e.g. budgeted cost for work scheduled
(BCWS) budgeted cost for work performed (BCWP); concept of earned value,
actual cost of work performed (ACWP), cost performance indicators
Change control: the need for formal control of changes e.g. impact of changes
on the project, principles of change control and configuration management;
changes to scope, specification, cost or schedule; change reviews and
authorisation, the formation of project teams, project initiation and start-up
procedures
Guidance
Links
This unit could be studied in parallel with, and complement, all the units in the
specification, in particular, Unit 8: Research Project. It also has links to the
Management and Leadership NOS.
Essential requirements
Appropriate software packages must be used to demonstrate project control
and reporting techniques. Packages include:
Other packages for items such as risk analysis, project accounting and
procurement control must be used to illustrate particular techniques in specific
industries.
Aim
The aim of this unit is to give learners the understanding and skills to develop,
implement, monitor, maintain and improve administrative services.
Unit abstract
The provision of effective administrative services is key to the success and
efficiency of every business, large or small. It is therefore crucial that learners
are aware of the different services, which may be required in a business, and of
how to develop specifications for these. Learners will have experience of
working in an office but this unit will increase their knowledge and allow them
to work at a higher level.
This unit gives the learner the understanding and skills to develop and provide
the administrative services that allow an organisation to function effectively.
Learners need to understand how to develop and design specifications for
administrative services. When these are in place, learners need to show how
they can be implemented and monitored to ensure they are maintained and
improved.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand how the different administrative services operate
2 Be able to review ways for developing specifications for administrative services
3 Understand the skills and knowledge required in the design and implementation
of an administrative service
4 Be able to investigate the procedures necessary for the monitoring of the chosen
administrative service.
Unit content
Guidance
Links
This unit links to the National Occupational Standards for Management and
Leadership.
Essential requirements
Tutors must build a bank of resource materials to ensure there is a sufficient
supply of relevant information across a range of administrative services and
sectors.
Aim
The aim of this unit is to develop an understanding of the contribution that
psychology makes to the investigation of human behaviour in the workplace
and how it is used in key aspects of management.
Unit abstract
This unit builds on some of the psychological aspects of Unit 3: Organisations
and Behaviour. Firstly, learners will explore the major theoretical approaches to
the study of human behaviour and how this body of knowledge has been
developed through the use of psychological enquiries.
Learners will then study the different types of individual differences and how
the tools are used in the workplace to assist in selecting and developing staff.
Learners will explore the impact of change on individuals in the workplace and
how change can be managed to reduce negative impact on the organisation
and the staff.
The remaining topic is a study of organisational culture and climate and the
impact of both on individual and organisational performance.
Overall the unit seeks to combine theoretical study with the application of
learning to business organisations.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the different perspectives in occupational psychology
2 Understand the role of psychology in the assessment of individual differences in
the workplace
3 Be able to apply knowledge of impact of change in business
4 Understand the impact of culture and climate on performance.
Unit content
Climate: how climate is defined, difference between culture and climate, key
aspects of organisational climate e.g. flexibility, responsibility, standards,
rewards, clarity, team commitment, impact of management practices on
climate, characteristics of a healthy climate, impact of climate on efficiency and
effectiveness, methods of improving climate
Guidance
Links
This unit develops some aspects of Unit 3: Organisations and Behaviour further
and there are also links with the units in the management pathway.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Aim
The aim of this unit is to introduce learners to the concept of business ethics
and to examine its relevance when considering business objectives and
responsibilities.
Unit abstract
Most businesses today are concerned about the impact of their activities on the
business environment. Ethical concerns and greater consumer awareness have
resulted in many businesses promoting their social values to ensure competitive
advantage. Business ethics embraces corporate social responsibility and ethics
relating to accounting practices, marketing, human resource management, and
production.
In this unit learners will examine the theoretical roots to the background and
growth of business ethics. They will look at the different types of ethical issues
a business needs to consider and how the development of ethical values
impacts on business behaviour. It is important for learners to appreciate how
taking an ethical stance affects businesses both internally and externally,
including the effects on stakeholders. Learners will explore the social
implications of business ethics for a wide range of business activities that affect
the organisation itself and the external environment. This will include the
ethical stance behind topical issues such as whistle blowing, employment
practices, advertising to children, environmental awareness and using new
technologies such as genetic modification of food.
Learners will also examine how an individuals ethical stance impacts on the
moral relationship between employer and employee, as well as considering the
contractual responsibilities of both parties. This unit will give learners the
opportunity to research how a business responds to ethical concerns and assess
the extent to which its activities affect its behaviour, whilst ensuring business
objectives are met.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand different ethical perspectives in business
2 Understand business objectives from an ethical perspective
3 Understand ethics in workplace relationships
4 Be able to assess a current ethical issue in a business.
Unit content
Guidance
Links
There are links between this unit and the management units within this
specification.
The unit also links with the National Occupational Standards in Management
and Leadership.
Essential requirements
For this unit learners must select an organisation and research its approach to
ethical issues. They will require access to websites, newspaper articles and
journals in order to conduct their research. Topical case studies will be needed
to facilitate group work and discussions.
Aim
In this unit learners will find that businesses have to do more than make a
profit for their owners. They will develop an understanding of sustainable
development including the triple bottom line of balancing economic, social and
environmental issues and the effects this has on business management.
Unit abstract
Businesses are increasingly realising that they need to go beyond, within the
law, performance of their main functions. This realisation has been given
impetus by increased worldwide emphasis on sustainable development.
This unit, after exploring the interactions between human activity and the
environment and the development of concepts of sustainable development,
allows learners to develop an understanding of the advantages of a proactive
response to social and environmental issues and how this can be managed
effectively within the organisation.
Learning outcomes
On successful completion of this unit a learner will:
1 Know the development of global, European and national policies relating to
sustainability
2 Understand the commercial case for considering social and environmental
matters in business management
3 Understand that it may be necessary to reconcile the sometimes conflicting
expectations of stakeholders with respect to social and environmental issues
4 Understand how businesses can manage their environmental and social
performance.
Unit content
Customers: are they really prepared to pay extra for dealing with a socially
responsible supplier?
Shareholders: role of ethical investment, to what extent are investors prepared
to sacrifice short-term dividends for long-term business improvements?
Pressure groups: their power as an enemy of business, working with them
(sponsorship, promotions, etc)
Guidance
Links
The unit has links with Unit 41: Contemporary Issues in Marketing Management
and Unit 45: Business Ethics.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Aim
This unit provides learners with the opportunity to acquire honed employability
skills required for effective employment.
Unit abstract
All learners at all levels of education and experience require honed
employability skills as a prerequisite to entering the job market. This unit gives
learners an opportunity to assess and develop an understanding of their own
responsibilities and performance in, or when entering, the workplace.
It also deals with the everyday working requirement of problem solving which
includes the identification or specification of the problem, strategies for its
solution and then evaluation of the results through reflective practices.
Learning outcomes
On successful completion of this unit a learner will:
1 Be able to determine own responsibilities and performance
2 Be able to develop interpersonal and transferable skills
3 Understand the dynamics of working with others
4 Be able to develop strategies for problem solving.
Unit content
Working with others: nature and dynamics of team and group work; informal
and formal settings, purpose of teams and groups e.g. long-term corporate
objectives/strategy; problem solving and short-term development projects;
flexibility/adaptability; team player
Teams and team building: selecting team members e.g. specialist roles, skill
and style/approach mixes; identification of team/work group roles; stages in
team development e.g. team building, identity, loyalty, commitment to shared
beliefs, team health evaluation; action planning; monitoring and feedback;
coaching skills; ethics; effective leadership skills, e.g. setting direction, setting
standards, motivating, innovative, responsive, effective communicator,
reliability, consistency
Guidance
Links
This unit links with the Personal and Professional Development, the Work-Based
Experience and Research Project units. It also links with the following Asset
Skills cross-sectoral Employability Matrix:
B2.4: Plan and manage time, money and other resources to achieve goals
B3.3: Find and suggest new ways to achieve goals and get the job done and
achieve goals
B4.5: Plan for and achieve your learning goals
C1.1: Understand the roles people play in a group and how you can best work
with them
C1.7: Lead or support and motivate a team to achieve high standards
C2.6: Find new and creative ways to solve a problem.
Essential requirements
Access to a range of work-related exemplars (for example, appraisal and
development systems, team health checks, job descriptions, action plans,
communication strategies) will help in delivering this unit. Case studies based
on relevant sectors, workshops, career talks or work-based mentors will also be
useful in the teaching and learning aspect of the unit.
Aim
To develop learners skills of independent enquiry by undertaking a sustained
investigation of direct relevance to their vocational, academic and professional
development.
Unit abstract
This unit provides opportunities to develop skills in decision making, problem
solving and communication integrated with the skills and knowledge developed
in many of the other units within the programme to complete a realistic project.
It requires the learner to select, plan, implement and evaluate a project and
finally present the outcomes, in terms of the process and the product of the
project. It also allows learners to develop the ability to work individually and/or
with others, within a defined timescale and given constraints, to produce an
acceptable and viable solution to an agreed brief.
If this is a group project, each member of the team must be clear about their
responsibilities at the start of the project and supervisors must ensure that
everyone is accountable for each aspect of the work and makes a contribution
to the end result.
Learning outcomes
On successful completion of this unit a learner will:
1 Be able to formulate a project
2 Be able to implement the project within agreed procedures and to specification
3 Be able to evaluate the project outcomes
4 Be able to present the project outcomes.
Unit content
Implement: proper use of resources, working within agreed time scale, use of
appropriate techniques for generating solutions, monitoring development
against the agreed project plan, maintaining and adapting project plan where
appropriate
Record: systematic recording of relevant outcomes of all aspects and stages of
the project to agreed standards
Guidance
Links
This unit is suitable for use in all sectors and should utilise the full range of
skills developed through study of other units in the programme. These include
planning, practical work, data handling and processing, analysis and
presentation skills. The knowledge applied may link to one particular unit or to
a number of other units.
Essential requirements
The required resources will vary significantly with the nature of the project. The
identification of the equipment and materials required, and their availability, is
a vital part of the planning phase. Learners should therefore have access to a
wide variety of physical resources and data sources relevant to the project.
Tutors should ensure that learners do not embark on work that cannot succeed
because of lack of access to the required resources.
Aim
This unit aims to enable learners to experience the scope and depth of learning
which may take place in a work-based context by planning, monitoring and
evaluating the work experience.
Unit abstract
A significant amount of learning can be achieved by carrying out practical
activities in a workplace. Learning may be enhanced by taking a more formal
approach to work-based activities by planning, carrying out the activities and
reflecting on the benefits of the activities to the business and to the learner.
This unit is designed to allow flexibility of study for part-time and full-time
learners. It is expected that learners will be supervised in the workplace in
addition to the supervision provided by their academic supervisor.
Learning outcomes
On successful completion of this unit a learner will:
1 Be able to negotiate industry experience
2 Understand the specific requirements of the placement
3 Be able to undertake work experience as identified
4 Be able to monitor and evaluate own performance and learning.
Unit content
Tasks: details of activities e.g. specific hourly, daily, weekly routine and non-
routine tasks; breakdown of a project into stages; new procedures/protocol
Prioritise: reasons for rationalisation of the order of tasks; methods of
prioritising work
Plan for the work experience: methods used to develop detailed plan with
schedule of tasks, proposed dates for reviews, expected input from supervisors
Benefits to organisation and learner: advantages to business e.g. allowing more
routine tasks to be carried out, allowing procedures/techniques to be developed,
increasing responsiveness, identifying cost saving measures; advantages to
learner e.g. understanding how a business operates, understanding importance
of teamwork, learning new techniques, development of problem-solving and
time-management skills
Carry out the planned activities: realisation e.g. carrying out tasks and project
work according to relevant legislation, training and codes of practice; developing
new procedures or protocol
Record activities in the appropriate manner: systematic and appropriate
recording of relevant activities e.g. logbook, diary, portfolio, spreadsheets, data
bases; list of resources
Revise the initial plan as required: methods used to review activities at the
appropriate time to see if they meet requirements, make alterations as needed
Guidance
Links
This unit has possible links with all units in the programme, especially the
Personal and Professional Development and Employability Skills units.
Essential requirements
Given the work-based nature of this unit, the majority of resources will be
those available to the learner in the workplace. The work will normally be
planned to be achievable within the resource constraints of the employer.
Therefore knowledge of company structures and daily routines and expectations
are essential. Learners should also have access to a wide range of research
facilities including careers library and/or careers services.
Tutor support and guidance are essential. Learners should remain in touch with
tutors during the work experience email is often the best way but some
colleges may have access to a virtual learning environment where learners can
share information and experiences with each other and the tutor.
Aim
The aim of this unit is to provide learners with an understanding and ability to
use cost and budgeted information to support the management decision
process within an organisation.
Unit abstract
In this unit learners will study how cost data is collected, analysed and
processed in to information to support the management decision making
process. Learners will also consider different costing and budgeting systems
and budgetary planning and control. Learners will look at how to prepare
budgets and then compare budgeted figures to actual business results. Once
variances have been identified, learners will recommend corrective action to be
taken.
Learners will explore, assess and decide upon alternative cost and volume
proposals in order to identify maximum profit level.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the budgeting process
2 Understand how to use cost information to improve business performance
3 Be able to prepare budgets for a business
4 Be able to monitor performance against budgets within a business
5 Be able to carry out cost-volume-profit analysis for a business
Unit content
Alternative cost and volume proposals: higher costs; lower costs; higher
sales volume; lower sales volume
Break-even analysis: calculation of break-even point; margin of safety; target
profit setting; use of graphs; use of break-even formula
Recommending action to improve financial performance: actions to
improve profitability e.g. raise price, lower costs
Guidance
Links
This unit links with the following units within the specification, Unit 2: Managing
Financial Resources and Decisions and Unit 6: Business Decision Making.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Aim
The aim of this unit is to provide learners with the knowledge and skills
required to plan, implement and control international marketing campaigns.
Unit abstract
This Unit develops learners understanding of marketing in an international
context. Learners will explore methods used for identifying foreign markets
beyond domestic and EU borders and the importance of identifying and
choosing appropriate distribution channels for foreign market entry.
Learners will also consider the process of international marketing planning and
apply this to a specific product range.
Finally, learners will investigate the practical and ethical aspects of international
marketing decision making.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the concept of international marketing for potential foreign markets
Unit content
Guidance
Links
This unit forms a direct link with the other marketing units in the programme
including Unit 51: Exporting and Importing Documentation and Procedures. The
unit is also linked with Unit 4: Marketing Principles, Unit 18: Advertising and
Promotion in Business, Unit 8: Research Project, Unit 49: Work Based
Experience.
Essential Requirements
For this Unit learners require access to the internet and eBooks. The Unit
involves linking international marketing theory to real and simulated examples
from these resources.
Access to external agencies including Business Link, the foreign university, and
other information sources provide a vocational context and suitable information
sources.
Aim
The aim of this unit is to enable learners to understand and practise the
completion of import and export documentation and procedures required for
international trade.
Unit abstract
This Unit explores the procedures to follow for the export and import of goods
within and beyond the EU.
Learners will explore the economics behind international trade and the
international trade organisations that influence global markets. The approach is
practical and specific emphasis is placed on the actual events that lead to the
export of goods to overseas destinations and the process for importing products
into the domestic market. The customs procedures, import duties and shipping
documentation requirements are examined along with the need to consult
appropriate government agencies such as customs and international trade
advisory bodies. The practical aspects of packaging and labelling are also
investigated.
The unit seeks to combine a sound theoretical framework with the development
of useful exporting management skills.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand the world import and export trade in the context of the EU
Unit content
1 Understand the world import and export trade in the context of the EU.
Roles of Customs and Excise: the role of relevant government agencies; duty
and VAT Liabilities when importing or exporting.
Customs procedures: import entry procedures on arrival; warehousing; paying
import duty and VAT; tariff classifications
Freight forwarders: role of freight forwarders and identifying a local one; freight
forwarder associations
Practical advice: UK trade Invest; Business Link; Institute of Export; relevant
revenue and customs agencies; British International Freight Association (BIFA);
European Freight Forwarders Association (EFFA); International Federation of
Freight Forwarders Associations (FIATA)
Container Ports: explanation of location and access within the UK and EU and
their services
Export administration: import duties; taxes; tax rebates; reliefs; licences and
special conditions such as prohibitions; assessing the best method of payment
for your transactions
Compliance: host country regulations; discovering destination country
regulations; tariff quotas and other quotas; import licences; export licences;
prohibitions and restrictions
Shipping documentation: guide to the main forms: EUR1; Single Administrative
Document (SAD); Standard Shipping Note (SSN); ATA carnets, C88, Bill of
Lading
International commercial shipping terms (Incoterms): the revised Incoterms;
importance of Incoterms in export negotiation; determining the best Incoterms
in different situations
Guidance
Links
This unit forms a direct link with the other marketing units in the programme.
The unit is linked with Unit 4: Marketing Principles, Unit 18: Advertising and
Promotion in Business, Unit 8: Research Project, Unit 52: International
marketing and Unit 49: Work Based Experience.
Essential Requirements
For this unit learners require access to the internet and email. The unit involves
a simulated export negotiating exercise and so the exchange of emails will take
place with an overseas trader either simulated or real.
Aim
The aim of this unit is to provide learners with an understanding of the
academic skills required to function effectively in a UK university environment,
with particular focus on language skills and terminology for the study of
Business.
Unit abstract
This unit focuses on the development of Academic study and communication
skills which will enable learners to prepare effectively for university study. In
addition to understanding business terminology, learners will develop the ability
to read critically and synthesise their ideas in their writing. Learners will also be
required to complete a series of reflective tasks and will understand the
importance of becoming an independent learner.
The unit will include several key components: academic writing; academic
reading; listening and note-taking; language for seminars; presentation skills;
academic vocabulary development; grammar for academic and business
purposes. Materials used in the unit will provide learners with support in skills
for the other units in the course.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand how to develop reading strategies to evaluate business sources and
materials
2 Understand techniques to listen effectively and critically to business focused
materials and develop note-taking skills.
3 Be able to produce a written analysis of a business case study.
4 Be able to communicate effectively in business situations using appropriate
presentation techniques.
Unit content
Guidance
Links
This unit can be used to support learners in the study of other subject modules.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Aim
The aim of this unit is to provide learners with an understanding of the
concepts and skills involved in the development and implementation of a
business idea through the practical application of relevant theories.
Unit abstract
This is a broad-based unit which focuses on the application of business
concepts in a practical context. Learners will understand the academic and
business skills involved in researching a market, analysing data and making
informed decisions. In this unit, learners will consolidate understanding of the
concepts developed in units 14, for example management and leadership
theories and the elements of the marketing mix.
Learning outcomes
On successful completion of this unit a learner will:
1. Understand ways of researching and analysing a market.
2. Be able to apply analytical tools when assessing the feasibility of a business
proposal.
3. Be able to participate in formal business meetings.
4. Be able to participate in a group business pitch using verbal and visual methods.
Unit content
Business sectors: food and drink; leisure; media & technology; travel; fashion;
beauty and health; finance; product; service; country of operation
Market research: market share; growth; market trends; market reports;
industry profiles
Analysis of business information: current tends in markets; strengths and
weaknesses of products and services; SWOT analysis; production; competitors
Guidance
Links
This unit has links with other business units such as Unit 4: Marketing Principles.
Essential requirements
Learners individually research a proposal, which they then individually present
at a meeting. One suggested approach is for the meeting then to decide which
proposal to take forward, this is then the proposal that the group take forward
and pitch.
There are no essential or unique resources required for the delivery of this unit,
although it may be beneficial to use a video camera to record the pitch.
Aim
The aim of this unit is to enable learners to understand the behaviour of
domestic firms, transnational organisations and governments through
substantive micro and macro-economic theory and policies and apply these to
current and past events that have had a significant economic impact on the
world.
Unit abstract
Economics is the study of how society responds to the basic problem of scarcity
of resources, from both an individual and societal approach. It also helps to
explain and address a wide range of economic phenomena such as a financial
crisis.
This unit will explore market equilibrium as well as compare the behaviour of
individual firms which operate within the four main market structures; perfect
competition, monopolistic competition, oligopoly as well as perfect and
statutory monopolies. It will also examine domestic and transnational macro-
economic policies which governments pursue, including the effects of fiscal and
monetary policy, and the theory behind comparative advantage and
international trade.
Learning outcomes
On successful completion of this unit a learner will:
1 Understand microeconomic theory relating to markets
2 Understand the impact of market power on an economy
3 Understand the role of government in the macroeconomic environment
4 Be able to apply economic theories to the globalisation of trade.
Unit content
Guidance
Links
This unit links with the external environment pathway units, especially: Unit 1:
Business Environment; Unit 35: European Business.
Essential requirements
Real life case studies and real time news articles will be needed to support
learners through this unit.
The use of case studies at this level will need careful preparation and
management. There are a large number of examples of case studies focusing
on individual firms, transnational organisations, governments and economies,
often in appropriate journals.
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